Design and Validation of a Classroom Observation Instrument to Evaluate the Quality of Mathematical Activity from a Gender Perspective

Abstract

This study aimed to design and validate an instrument as a guideline for classroom observation and analysis of teaching–learning process in mathematics. The instrument considers 3 dimensions and 16 subdimensions with a gender perspective. A content validity process by eight expert judges is presented, built from a dialectical work between theory and empirical evidence from more than 100 classes observed and recorded on video from 19 educational centers. The degree of agreement between experts was determined with Fleiss Kappa and Kendall coefficients. Experts’ judgement scored each dimension from 1 to 3. Globally, an almost perfect strength of agreement was obtained in 6 of 16 dimensions with x¯>2.5, and in the other 10 dimensions, a strength of agreement was obtained between moderate and almost perfect, 2.14≤x¯≤2.5. Fleiss Kappa coefficients were highest in relevance and clarity, κ = 0.425, 95% CI [0.344, 0.506], p < 0.001 and, κ = 0.461, 95% CI [0.375, 0.548], p < 0.001, respectively. Moreover, the degree of clarity, coherence, sufficiency, and relevance was statistically moderately agreed upon in their assessments, with an overall Kendall’s W = 0.489, p < 0.001.

Design and content validity of mathematics creative problem-solving ability instrument for junior high school students

“…The findings regarding content validation align with research results that show that quantitative analysis of data through expert assessment helps reveal the strengths and weaknesses of the instrument. Adjustments are made based on the results, as well as qualitative observations and recommendations issued by experts, especially regarding the clarity and accuracy of items (Salfate et al, 2023). After evaluation and input by experts, several instrument items are adjusted to increase clarity so that instrument improvements are made.…”